SECTION IX : ASSESSMENT

SECTION IX

The QEP assessment and institutional effectiveness plan includes a detailed review of program and student learning outcomes connected with structured support services and in-depth institutional research. The planning and evaluation consist of multifaceted programming, strategic planning, and operational analysis.

The college gives credibility to ongoing, integrated, institution-wide planning and assessment. The competencies, objectives, and outcomes are established by the faculty and staff and are fulfilled through the curriculum and services provided to students. The NCTC Institutional Effectiveness Guide for Formal Evaluation and Reporting provides an internal assessment guideline. Data is collected on an ongoing basis (semester and annual) and entered into TracDat. Instructional units contribute results and analysis to an annual assessment report. All data and reports are continually available to the college community via the Office of Research & Reporting. Each evaluation unit is responsible for analyzing successes/failures and creating action plans to affect improvement.

Programmatic Assessment

The QEP Committee created a robust and multifaceted assessment plan to monitor effectiveness and support continuous improvement. Continuous and consistent assessment, with critical data review and implementation of changes in response to data, will be a hallmark of Aspire to be Hired. Assessment is structured to deploy at various identified points within the Aspire to be Hired implementation map to include surveys, success measures, engagement rates, and activity tracking. Assessment of the QEP is intentionally comprehensive, as it includes measures of overall program goals that are supported by student learning outcomes, and the impacts of the proposed actions and activities.

Assessment occurs at the student, course, and programmatic levels. Formative and summative data is collected throughout the QEP. Regular review is planned to occur in the QEP Committee and task force meetings. The QEP Committee is dedicated to adapting Aspire to be Hired to meet students needs and assure value added for student success

The initial assessment plan and development have been completed; however assessment will be adaptable to ensure accurate and appropriate data is being retrieved. Initial data has been compiled, in part, from historical career services data and pilot data including pre-surveys and graded QEP assignments. As indicated, data will be collected directly from student performance in courses, faculty and staff artifacts such as syllabi (Appendix M) and student data rosters, as well as summative data from student surveys and artifact development. Quantitative data will be continually and regularly analyzed to ensure the QEP is meeting program and student outcome goals. An important component of assessment will be qualitative data gathered from discussions within task forces, committees and department meetings, and student evaluations. Employer feedback will be sought following career events, hiring events, or experiential learning opportunities.

Assessment methods will include rubics used consistently across programs and divisions; Institutional Review Board (IRB) approved pre and post surveys (Appendix N); seminar evaluations (Appendix O); the First Destination Surveys, and support services internal skills and readiness assessments. Additional assessment includes mock interview structured review and resume reviews by career coaches, regular and collaborative review of employer responses to internships, internal student enrollment data and rosters, and activity and engagement reports. Student usage data to be collected from virtual platforms, including Candid Career (skills development), Purepost (portfolio development), Purepost Knowledge Center (professional development), SkillsBuild (skills development). Additional career development platforms will include Skills 2 Succeed Academy, CareerLion by Handshake (online job board), Clifton StrengthsQuest code assignments, What Can I Do With This Major? (WCIDWTM) quarterly usage data, Career Cruising skill assessments, and Student Lingo. All these virtual platforms are available on the college website and are free to students.

All Career and Technical students will be encouraged to create a professional portfolio and participate in the First Destination Survey. Professional resume development and portfolio creation is provided for in the Purepost career development platform. Digital portfolios can be housed in the student “passport” and accessed by career coaches, and employers. Assessment tools allow for students to have multiple opportunities for success.

Listed on the following pages are the program and student learning outcomes with their supporting assessment methods, measures, benchmarks (final criteria in program Year Five), and feedback are listed and described.

PROGRAM LEARNING OUTCOME ASSESSMENT METHOD MEASURE BENCHMARK

Curriculum Map Direct 100% of CTE Programs will implement a QEP assignment

PO 1

Awareness of Employability Skills: QEP participants will exhibit an increased awareness of employability skills.

Career Services Calendar

Indirect 10 Career Development activities will be provided each 16-week semester for students - Career Coaches - Sr. Director of

Completion Center & Career Services - QEP Director

Career Development Platform Data Indirect 40% of students will utilize at least one Career Development platform

PO 2 Articulation of Employability Skills:

QEP participants will demonstrate the ability to describe and discuss the identified employability skill related to a work environment.

Seminar Evaluation of Career Development Workshops (Lykert Scale)

Indirect 50% of students will identify as more knowledgeable on workshop topics. - Career Coaches - Sr. Director of

Completion Center & Career Services - QEP Director

Career Events Indirect 2 Career events will be offered each 16-week semester

PO 3 Application of Employability Skills:

QEP participants will be provided opportunities to apply the identified employability skill/knowledge.

Compare Course and Degree Plan Data for participating CTE programs

Direct 85% of CTE programs will offer sections with embedded QEP content. - Office of Research & Reporting - Faculty - Division Chairs - QEP Director

Portfolio Platform Data

Direct 25% of CTE students will produce a professional portfolio. - Career Coaches - Faculty - QEP Director

Mock Interview Structured Review Indirect 100% of Students participating in Mock Interviews will receive a structured review - Career coaches - QEP Director - Sr. Director of

Completion Center - Professional Partner

Task Force

FEEDBACK

- Deans - Chair - QEP Director

- Career Coaches - Sr. Director of

Completion Center & Career Services - QEP Director

- Career coaches - QEP Director - Sr. Director of

Completion Center - Professional Partner

Task Force

SECTION IX STUDENT LEARNING OUTCOME

SLO 1

Students in QEP courses will understand employability skills and their importance to industry and self.

SLO 2

Students in QEP courses will describe and discuss the identified employability skill related to a work environment.

SLO 3

Students in QEP courses will apply the identified employability skill/knowledge.

ASSESSMENT METHOD MEASURE BENCHMARK FEEDBACK

Pre and Post Test Employability Skill Survey

Indirect

Participation Direct

Career Service Seminar Evaluation Indirect

70% of students will be able to identify the connection between marketable skills and industry standards - QEP Director - eLearning - Faculty Institutional

Research

CTE syllabi will demonstrate introduction of Aspire to be Hired employability skill lessons and assignments in 100% of CTE programs and embedded into program curriculum. - QEP Director - Chairs - Faculty

90% of students enrolled in a targeted course will indicate satisfaction with seminar - QEP Director - Career Coaches

Course Rubric Outcomes

Direct 80% of Students will receive 2 or better in each category. - Faculty - Chair

Career Coaching Sessions

Direct 35% of CTE students in targeted courses will receive a coaching session - QEP Director - Career Coaches - Faculty Task Force

Course Assignment Direct

Portfolio Development Direct

Practice

Direct

100% of CTE programs will provide an Aspire to be Hired employability skill lesson/assignment that assesses the application of skill in at least one course. - Faculty - Division Chairs

25% of CTE students will demonstrate portfolio development as evidenced by digital portfolio development - Faculty - Career Coaches - QEP Director

85% of CTE students in targeted programs will apply employability skills through participation in mock interviews, resume reviews or other career development activities. - Career Coaches - Faculty - QEP Directior